About 70% of 10-year-olds living in low- and middle-income countries are unable to read and understand a simple, age-appropriate text. This is one of the main findings of the report “Effective Reading Instruction in Low- and Middle-Income Countries: What the Evidence Shows,” produced as part of a joint initiative by the World Bank and UNICEF.
According to the authors, one of the main causes of this literacy crisis is the persistence of reading instruction methods not supported by scientific evidence. Added to this are structural factors such as a shortage of books, insufficient teacher training, limited class time, instruction in languages that children do not master, and teaching practices poorly adapted to actual learning levels. In many of these countries, after several years of schooling, children fall so far below expected proficiency levels that they are unlikely to become competent readers.
The report emphasizes, however, that there is robust evidence that reading levels can improve significantly when effective, science-based teaching practices are adopted.
This study, which analyzed more than 151 studies conducted in countries across Africa, Asia, Latin America, the Caribbean, and the Middle East, shows that reading comprehension is based on two interconnected skills: decoding and language comprehension. Both are essential for children to understand what they read and must be developed simultaneously from an early age.
Read the report here.